‘Is theology a science?’ Paul Feyerabend's anarchic epistemology as challenge test to T. F. Torrance's scientific theology

2011 ◽  
Vol 64 (4) ◽  
pp. 439-455 ◽  
Author(s):  
David Munchin

AbstractTo answer in the affirmative Barth's question ‘Is theology a science? is to acknowledge both that such a question has a history and that the predicate ‘scientific’ is a contested one. T. F. Torrance inTheological Scienceand subsequent publications, seeks to proceed with a minimalist conception of science, as a study whose methods are directed by ‘faithfulness to object’. Paul Feyerabend, inAgainst Methodand subsequent publications, contends that such a minimalism amounts to an admission that there is no such thing as ‘the scientific method’, and that therefore the predicate ‘scientific’ lacks coherence and substance. According to Feyerabend, philosophers like Michael Polanyi (an important influence upon Torrance) are simply not bold enough to see their work through to the radical conclusions which it demands and he provides. For Feyerabend, science's reference to qualities such as ‘objectivity’ and ‘rationality’ are simply a smoke-screen for decisively influential vested interests of power and wealth – it is these which ultimately determine what we mean by science, and these which therefore must be unmasked in the cause of humanism. However, in the course of this dialogue we reveal that Feyerabend is too careless a thinker, given to rushing prematurely and too willingly to unwarranted and simplistic dichotomies. Thus Torrance's notion of the ‘scientific’ emerges intact, but not without Feyerabend's stimulating challenge raising important questions, not least to theology as a science. For here, above all, ‘human’ factors are likely unduly to influence scientific knowledge. Thus Feyerabend also points to areas where Torrance's project needs further development and closer scrutiny.

Impact ◽  
2018 ◽  
Vol 2018 (3) ◽  
pp. 50-51
Author(s):  
Akinori Akaike

The Japanese Pharmacological Society (JPS) was established in 1927 with the express purpose of contributing to the further development of the field of pharmacology through the spread of scientific knowledge on pharmacological theory based on applied research conducted in close coordination with our fellow members as well as other affiliated academic societies throughout the world.


Author(s):  
Giorgia Morgese

In the second half of the 19th century, the study of the phenomenon of the dream was undertaken with “scientific” method, by physicians, physiologists, and psychiatrists before the birth of the “myth” advanced by Freud who claimed for psychoanalysis the birthright of the psychological study of dreams. The article highlights the long and varied process of obtaining scientific knowledge of dreams and the dreaming process, and sheds light on researchers and traditions that have not received as much attention as they should have.


2013 ◽  
Vol 31 (1) ◽  
pp. 69-83 ◽  
Author(s):  
Paul Louth

Drawing on the work of the philosopher of science Paul Feyerabend, this paper argues that the popular yet mistaken notion of scientific method has had a deleterious effect on music education by discouraging us from embracing conflict or pursuing counterinductive ways of thinking about music. Feyerabend argues that knowledge advances not according to principles traditionally associated with scientific method, but rather as a result of ad hoc hypotheses, counterinduction, and contradictions that are recognised between partly overlapping theories that are mutually inconsistent. Ignoring this truth results in the erasure of all but abstract forms of knowledge acquired through methodical investigation, which occurs when educators put all of their faith in method and ignore musical knowledge that escapes articulation or measurement. Yet tacit or informal musical knowledge can be seen as the artistic equivalent of the ad hoc propositions that are required, ultimately, to advance knowledge.


2005 ◽  
Vol 13 (4) ◽  
pp. 343-350 ◽  
Author(s):  
Michael Robertson

Objective: To consider the state of knowledge in psychiatry with reference to the ‘Osheroff debate’ about the treatment of depression. Method: A review of the key philosophical issues regarding the nature of knowledge applied to the Osheroff case. Results: There is an apparent dichotomy between knowledge derived from a reductionist scientific method, as manifest in evidence-based medicine, and that of a narrative form of knowledge derived from clinical experience. The Focauldian notion of knowledge/power and knowledge as discourse suggests that scientific knowledge dominates over narrative knowledge in psychiatry. The implication of this applied to the Osheroff case is the potential annihilation of all forms of knowledge other than science. Conclusions: Knowledge in psychiatry is a pluralist, rather than singularly scientific enterprise. In the Osheroff case, the potential for scientific knowledge to abolish other forms of knowledge posed a serious threat of weakening the profession. In the light of the current debate about best practice, there is a need for reconsideration of the implications of Osheroff.


2018 ◽  
Vol 2 (1) ◽  
pp. 14-20
Author(s):  
Ike Festiana

Scientific knowledge as well as experiment keeps on growing every day.  Experiments flourished in the seventeenth century. Previously, information about world development was obtained by connecting the roles of prominent epistemology. Experimentation is defined as a planned program for restoring hypotheses by providing empirical evidence to people. Science is a process of seeking the truth. Activities in finding the truth involves a series of scientific method including experiment. The development of physics history is divided into five periods. Period one is indicated by the absence of systematic and independent experiment. In period two, experimental methods had been accountable, and well accepted as a scientific issue. In period three, (investigations developed more rapidly when classical physics development began to be foundation of current famous quantum physics). Period four which is called The Old Quantum Mechanics is indicated by the invention of microscopic phenomena. Period five is well known by the emergence of new quantum mechanics theory.


2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Yannis Hadzigeorgiou

The instructional question of how to teach ideas about the nature of science effectively has been a challenge, but, according to the literature, explicit teaching appears to be the best way. However, the use of narratives, which incorporate actual events from the history of science, can also help illustrate the human and the larger socio-cultural context in which scientific knowledge was developed. Such context facilitates students’ understanding of science as a human endeavour, which is characterized by successes and failures as well as problems and struggles. It makes them aware of the fact that scientific knowledge is tied to human hopes, expectations, passions, and ambitions. Moreover, the use of narratives can help students understand such ideas as: scientific knowledge, while durable, is tentative and subject to revision, people of both sexes and from many countries have contributed to the development of science, science is a creative activity, science has a socio-cultural dimension, and also that there is not a standard scientific method, as scientists use a variety of approaches to explain the natural world. A recent empirical study provides evidence that such ideas can indeed be understood by 9th graders.


2020 ◽  
Vol 45 (2) ◽  
Author(s):  
Duygu Aydemir ◽  
Nuriye Nuray Ulusu

AbstractThe scientific method can be described as a multistep and detailed process, in which finding the best question is the first and most crucial step. Thus, scientific problem should be examined thoroughly in different ways and perspectives. The amount and diversity of scientific data are enormously increasing and becoming more specific day by day, therefore traditional observational biology is not sufficient on an individual basis to understand and treat multifactorial diseases. Moreover, protocols, documentations, information, outcomes, precisions, and considerations of evidence should be improved to answer scientific questions correctly during the scientific research. Because of the diversity of the data and the methods, statisticians and methodologists should be involved and contribute to the all stages of research. Besides that, all scientific data should be certainly reproducible and repeatable. Scientific knowledge is in a state of flux and becomes more complex day by day. Thus, becoming a competent scientist needs, abilities and skills such as creativity, hardworking and self-discipline that all requires lifelong learning, searching, and widening scientific horizons consistently.


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